Two Models for Eliminating Remedial Courses

Janet Boyle, Assistant DirectorTodd Hurst, Center for Excellence in Leadership of Learning

April 16, 2013 http://goo.gl/7G6wy

Preparing Students for Gateway Courses and Beyond!

How are IN’s high schoolers doing? For every 100 ninth-grade students, only

70 will graduate from high school within four years.

Of those students, only 45 will enter college the following fall.

By their college sophomore year, just 32 will still be enrolled.

By the end of college, only 16 of those original 100 students will graduate on time

The Reality in Indiana Less than a third of Indiana's four-year

college students graduate on time and just over half graduate after six years.

Only 4 percent of the state's two-year college students complete on time and 12 percent graduate within three years.

College RemediationFalling Behind: College Remediation Ratesof Recent High School Graduates (2011)

General Diploma Graduates 66.4% Core 40 Graduates

37.9% Core 40 with Honors Graduates 7.0%

One in four Indiana college students enrolled in remediation will earn a degree within six years.

The Condition of College and Career Readiness

Only 25 percent—an increase of one percentage point—of high school graduates from the Class of 2011 were considered “ready” for college courses in English, reading, mathematics, and science, according to the ACT.

NATIONAL NEEDS Regarding a college education, 4 areas of focus:

1) Academic preparation to succeed at the postsecondary level > COLLEGE READY

2) Access 3) Retention4) Completion

David Conley’s College Readiness Components

1) Self management skills

2) Cognitive strategies

3) Content knowledge

4) College Knowledge

From “Core Principles for Transforming Remedial Education” (2012)

“A central theme of these innovative approaches is to accelerate

--mastery of college ready skills,

--completion of gateway courses, and

--enrollment into programs of study.”

New Tech in Indiana Small school model:

Project-based learning 21st-century skill acquisition 1:1 computing

Culture Community SWLOs

David Conley’s College Readiness Components

1) Self management skills – PBL, 21st-Century

2) Cognitive strategies – PBL, 1:1

3) Content knowledge – Standards based

4) College Knowledge –Dual Credit rich

New Tech in action… Columbus Signature Academy Partnership with:

Community Education Coalition EcO15

So Why Early College?National Indicators of Success 80% of Early College schools have a

graduation rate equal to or exceeding their school district’s.

The average graduation rate for Early Colleges is 84%.

23.3% of EC graduates earn an associate’s degree or technical certification.

77% of EC graduates enroll in either a 4-year college, 2-year college, or technical program upon graduation.----Early College High School Initiative, 2010

The Early College Model

Early College high schools blend high school and college

in a rigorous yet supportive program, compressing the time it takes to

complete a high school diploma and

the first two years of college.

Philosophy of Early College

Early College high school is a bold approach,

based on the principle that academic rigor, combined with the opportunity

to save time and money, is a powerful motivator for students

to work hard and meet serious intellectual challenges.

Components of Early College High Schools Targeted Student Population

Underserved—first generation, differentethnicities, free/reduced lunch

“Middle of the pack”

Curriculum & Plan of Study Designated pathway(s) Gr. 9-10 core curriculum lays foundation

for gr. 11-12 dual credit

Components of Early College High Schools Leadership & Staffing

Passionate about this model, these kids Defined roles & responsibilities,

collaborative

Collaboration & Partnerships Strong relationship with higher ed partner(s) Efforts to involve community & area

businesses in supporting EC

Components of Early College High Schools Rigorous instruction

Preparing students to be able to handle the challenges of post-secondary education

Increase rigor in HS courses

College-Going Culture Create a “sense of place” for the EC Visuals, expectations, involvement Students need to visit college campuses!

Components of Early College High Schools Supports for Student Success

Build a gr. 9-12 continuum of supports Attend to academic, social, emotional needs Focus on HS success, then college

Data Collection, Analysis, & Use Monitor & adjust all program aspects along

the way Evaluate overall program effectiveness

Organizations Promoting the Early College Model Jobs for the Future (JFF)

Middle College Consortium

Woodrow Wilson Foundation

EDWorks

CELL

CELL & Early College Early College Network

Sessions at CELL’s annual conference

New Schools workshops

EC Endorsement process

Questions?Contact Information:

Dr. Janet Boyleboylej@uindy.edu

Todd Hursthurstt@uindy.edu

cell.uindy.edu317-791-5993